| |
Exceeds Expectations
(E
= Exceeds Expectations)
|
Meets Expectations
(M
= Meets Expectations)
|
Below Expectations
(B
= Below Expectations)
|
Reflections/Personal
Growth
(self, instructor) |
Reflections
demonstrate deep thought about the integration of previous experience,
Immersion activities and ID concepts/processes. Listing of individual
contributions to projects, learning in other courses and responsibilities
for various project products are meaningfully linked together
and included in regular reflections. |
Evidence
of insights and growth as an instructional designer;connections
between previous experience /understanding and the Immersion
experience; documentation of integration of ID concepts, processes
and literature are readily apparent. Listing of individual contributions
to project are included in regular reflections. |
Little
or no evidence of reflective thinking about project, ID concepts,
ID processes and individual's previous experience. No listing
of individual contributions to project or process of design
and development. No consistent periods of reflections evident. |
Team
Contributions
(self, peer, instructor) |
Demonstrated
full participation in team meetings, showed exceptional effort
on individual tasks, exceeded individual contribution and was
instrumental in leading team forward, respectfully acknowledged
and integrated all members' skills in project development process |
Participated
in team meetings, delivered on individual responsibilities,
made valuable individual contributions to group process, contributed
to progression of project, adhered to team norms and treated
all members with respect. |
Noted
absences at team meetings, late or missing items under individual
responsibility, hindered progress of project, did not adhere
to established team norms and did not treat members ideas and
opinions with respect. |
Skill
Sharing
(self, peer, instructor) |
Spent
considerable time developing new skills (authoring, graphics,
project management skills, etc.) to assist team in reaching
project goals.Spent considerable time guiding other team members
on specific tasks in areas of expertise. Demonstrated strong
leadership skills in multiple project areas. |
Contributed
existing skills to team to help reach project goals. Assisted/guided
others in areas of individual expertise. Accepted responsibility
and led team on individual products or assignments. Made suggestions
for improvements in products or processes. |
Little
or no evidence of developing new skills or contributing existing
skills for the benefit of the project. Took little or no leadership
on any of the needed project tasks. Primarily completed tasks
assigned by other members of the team. |
Project
Products
(self, peer, instructor) |
Made
significant contributions to the development or completion of
individual project products (such as needs analysis, project
Web site, content development, authoring, graphics development,
project management processes). Documented significant contributions
on individual portfolio Web site. |
Contributed
to individual project products permitting progress toward team
goals. Reliably participated in the development of project products
(such as graphics, content, treatment, etc) along with other
team members. Can document in portfolio activities and areas
of development that individual contributed to in specific project
products. |
Surface
level contribution toward the development of project products.
Consistent problems in delivering project products under individual
responsibility. Cannot document activities and areas of development
that contributed to specific project products. |
Writing/Synthesis
Products
(self, peer review, instructor) |
Demonstrates
polished and professional level of writing on all written documents.
Evidence provided that paper was extensively peer reviewed and
revised. Writes engaging paper on aspect of ID, modeling publishable
literature in the field. Thoroughly synthesizes ID literature
producing a Web page related to various assigned topics such
as task analyses and instructional strategy. |
Demonstrates
polished and reviewed level of writing on all written documents.
Evidence provided that papers were peer reviewed and revised.
Writes paper on aspect of ID attempting to model literature
in the field. Adequately synthesizes ID literature producing
a Web page related to various assigned topics such as task analyses
and instructional strategy literature. |
Writing
does not reflect reviewed, polished work. Paper is not focused
or clearly modeled after literature in the field. Web page synthesis
of ID literature reflects limited review of content and sources. |
| Other
contributions |
Significant
contributions related to the progress of the team, development
of processes to move project forward and development of project.
Extra effort demonstrated. |
Notable
individual contributions related to progress of team, development
of processes to move project forward and development of project.
Average effort demonstrated |
Little
contribution related to progress of team, development of processes
to move project forward or development of project. Little or
no effort demonstrated |
